Teaching Qualitative Data
Analysis with MAXQDA
Karen L. Andes, PhD.
Brown University School of Public HealthTeaching Analysis or Software?
• It used to be that we were teaching folks to add software to
their qualitative data analysis skillset• Now most software learners are novice analysts• I recommend teaching software in parallel• Overview of the process of analysis• Brief software demonstration• Applied practice (in class or homework)• Review and debrief2

Course/Workshop Format
I usually use some combinationof• Lecture• Discussion• Software demonstration• Analysis application

Example• Overview lecture of tools andprocesses of analysis• Discussion of articles withdifferent analytic approaches• Introduction to MAXQDA withfully built project• Basic search with activation,
review coded segments andmemos (followed by discussionin pairs)

Karen L. Andes, Teaching Qualitative Data Analysis
with MAXQDA

Laying the Foundation
Core lecture on Primary Data, Tools, Processes of data analysis
For Novice Learners• Provides overview of content• Explains key terms• Introduces the notion of multiple processes of analysis (e.g. thematic analysis
versus grounded theory)

For experienced researchers• Establishes common vocabulary• Makes explicit your approach and the potential for lack of consensus• What do we mean when we say “code,” “category,” “property,” “dimension?”
Karen L. Andes, Teaching Qualitative Data Analysis withMAXQDA

Tools of Analysis• Memos: Annotations – writing about thetext you are reading – reflecting on
meaning, themes, context, etc.
• Codes: labels you attach to text to index
themes of interest in your data. SearchTerms• Segments: the block of text you highlightand then label with a Code: the Unit ofAnalysis• Variables: Discrete information about
participants or texts – not amenable totextual analysis. Categories/types for
Comparison

Memos

Codes

Segments

Variables

Tools

Primary Data

Karen L. Andes, Teaching Qualitative Data Analysis withMAXQDAProcesses of Analysis
Retrieve, Review, Reflect, Reduce:• Simple searches use codes as searchterms to retrieve coded segments
and related memos throughactivation• Complex searches use variables aswell as codes (and codecombinations) to retrieve codedsegments, compare the data to othergroups (values on variables), andreduce patterns and variations into
descriptive and comparative accounts

Search results

MemosSearch terms

Codes

Segments

Variables

Tools

Primary Data

Karen L. Andes, Teaching Qualitative Data Analysis withMAXQDA

Empirical Articles
Demonstrate different approaches toanalysis• Memo-driven strategy• Case-based analysis• Thematic Analysis
Establishes different processes using same
tools
Demonstrates transparent writing aboutanalysis

Workshop strategies
In small groups• Read in advance anddiscuss analysis inmethods section• Read methods section
in workshop – small
groups explain to eachotherKaren L. Andes, Teaching Qualitative Data Analysis withMAXQDA

Overview of Fully Built Project
Allows full demonstration ofkey features and functions• Don’t overwhelm! Not a fullsoftware review• Overview – not a point andclick demonstration• Orient learners to theprogram• Four windows – opening,closing, rearranging• Codes and coding stripes• Segmentation (changing)• Memos (documents, codes,text)• Activation (basic)• Activation by variables

Karen L. Andes, Teaching Qualitative Data Analysis with
MAXQDA

Karen L. Andes, Teaching Qualitative Data Analysis with
MAXQDAPractical Considerations

Course/Workshop Structure

Karen L. Andes, Teaching Qualitative Data Analysis with
MAXQDACourse/Workshop Data
It is essential for your students to practice skills with real data!

• I provide secondary data for at least the first half of a course• With their own primary data, learning depends on the quality of thedata• Secondary data allows you to model team-based analysis exercises• If using a client’s data for a workshop• Is the data rich/thick enough to demonstrate concepts and skills?
• Can you become familiar enough with the data to develop
meaningful exercises and discussion?

• I use a dataset with 4 life history interview transcripts.

• Each learner focuses on one transcript (5-6 learners per transcript)• We alternate between individual software practice and team-based
analysis discussions
Karen L. Andes, Teaching Qualitative Data Analysis withMAXQDACourse Planning Logistics
I usually think in terms of 3-hour blocks• Weekly for semester-long courses• Self-contained sessions for short courses• 5-day course = Ten 3-hour blocks• 2-day course = Four 3-hour blocks

Each 3-hour block:

MIX IT UP!!!

• Maximum 60-75 minute lecture (shorter is better!)• 10-15 minute structured software demonstration (follow along)• 15-60 minute software practice (use class/workshop time wisely!)• 10-30 minute discussion• 10-15 minute break!
Karen L. Andes, Teaching Qualitative Data Analysis withMAXQDA

Linear versus Iterative Processes
Learners often want a linear description of how to do qualitative dataanalysis• Of course the actual process is much more iterative• It can be helpful to note that the process is not linear, but outline thecourse in linear fashion for the sake of teaching and practicing skills.
• Also return to the more iterative nature of the process toward the end of
the course and re-contextualize what they’ve been learning in terms ofother approaches and processes• E.g. Grounded Theory versus Thematic Analysis

Karen L. Andes, Teaching Qualitative Data Analysis withMAXQDAStarting with Memos
Memos are perhaps the most under-used tool of QDA, but this isa great way to get learners to interact with course data
• Interactive lecture with oral practice, write-down exercises, anddiscussion• Lab: 5-10 minute demonstration of how to write text memos only
• I give learners a “clean” project – with data only and they practice writing
memos on one transcript for ~30 mins
• Briefly describe the difference between Merge and Teamwork functions.
Have them export teamwork and then save both their project andteamwork file in a shared folder.
• After combining all the files, learners review and discuss memos withothers reviewing the same transcript (beginning to think about themes)
Karen L. Andes, Teaching Qualitative Data Analysis with
MAXQDA

Karen L. Andes, Teaching Qualitative Data Analysis withMAXQDADeveloping Concrete Examples
Many analysis tasks are relatively abstract and can be difficult
for learners to understand when framed in the abstract.
• Don’t be afraid of developing concrete examples – especially if they are alittle bit silly and will be memorable later!

My favorite example: Hawaiian Shirts• I use this example after discussing themes in the data to illustrate theimportance of code definitions• The scenario: You are the costume designer for a theater production of anold Elvis movie. Your buyer is going to a nearby city to purchase Hawaiianshirts for the projection and needs instructions on what to buy.
Karen L. Andes, Teaching Qualitative Data Analysis with
MAXQDAWhat is a Hawaiian Shirt?

Karen L. Andes, Teaching Qualitative Data Analysis with
MAXQDAHawaiian Shirts!

Karen L. Andes, Teaching Qualitative Data Analysis with
MAXQDAHawaiian Shirts!

Karen L. Andes, Teaching Qualitative Data Analysis with
MAXQDAHawaiian Shirts: Defining Codes
I use this example after discussing themes that we have begun toidentify in the data and an attempt to define codes.
• White Board: Ask learners to generate a list of criteria and decide which elements
must be present for the buyer to identify appropriate shirts• Interact with Data: Provide pictures of a number of Hawaiian Shirts (e.g.
according to google), and ask learners to discuss why they would or would not“buy” each shirt for the production.
• Interact with More Data: I like to also prove examples of shirts on people todemonstrate that context matters.
• Finally, I change the scenario: You are holding a themed birthday party for your75-year old uncle. Who would you turn away from the party? (The researchquestion also matters)
Karen L. Andes, Teaching Qualitative Data Analysis withMAXQDACodebook Development
Brainstorm themes and discuss possible codes and definitions(Reiterate: Codes operationalize themes)• I aim for 8-10 codes in a regular class. I often propose that we use somecodes/definitions that were originally developed for these data
• Definitions are generally good, but vary in simplicity/clarity• We always identify 2-3 “new” codes; I work to develop relatively “bad”
definitions for one or two• It is important to learners to know what it feels like to try to apply poorly
defined codes!
• Learners code their transcripts, export teamwork, and then when all files arecombined, they review and discuss discrepancies in code application and ways toimprove definitions (and inclusion/exclusion criteria)
Karen L. Andes, Teaching Qualitative Data Analysis withMAXQDA

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Identifying Properties and Dimensions
Novice analysts often have difficulty imagining different ways todescribe/characterize coded data

• We discuss patterns and variations (typical patterns, spread)• Properties and Dimensions are more difficult – describing “aspects” that cancharacterize coded data

Fruit Exercise: Can be done on paper or in MAXMAPS
On paper: print out put pictures of fruit on index cards. Ask students ingroups of 3-4 to do two things:• Sort the fruit into piles representing categories (or properties): e.g. types (berries,citrus) or how they grow (tree, vine, ground)• Identify an aspect that could be described on a continuum (dimension): e.g.
sweetness or edibility of the skin
Karen L. Andes, Teaching Qualitative Data Analysis withMAXQDA

Fruit: Properties and Dimensions

Karen L. Andes, Teaching Qualitative Data Analysis with
MAXQDA

Closing Workshop Activities
You have covered one example of analysis procedures (e.g.
thematic)• Talk through other procedures (e.g. Grounded Theory,Narrative Analysis)• Review strategies for presenting data
• Return to analysis papers (from beginning) and assess analysis• Assess the workshop (please do!)Karen L. Andes, Teaching Qualitative Data Analysis withMAXQDA

Final Assignment
Brief Analysis of 4 transcripts
1. Write up overview of one code
2. Identify and describe one property or dimension of the code
• Using MAXMAPS

3. Compare the data for two groups on that code
4. Describe an intersection with another code in the dataset

Karen L. Andes, Teaching Qualitative Data Analysis with
MAXQDAThank You!!
Comments and Questions

karen_andes@brown.edu

Karen L. Andes, Teaching Qualitative Data Analysis withMAXQDA